ANN OUTLAW: Welcome everyone, to today's webcast
on the KTER Center's efforts to improve
vocational rehabilitation services for people with autism
spectrum disorder, which will be presented
by my colleague, Elizabeth Frentzel.
I'm Ann Outlaw from the American Institutes
for Research, or AIR.
And this webcast is part of a four part
series on the KTER Center's research activities
and resources.
This webcast is offered through the Center
on Knowledge Translation for Employment Research
for the KTER Center, which is funded by the National
Institute on Disability, Independent
Living, and Rehabilitation Research, or NIDILRR.
We have information that accompanies
today's slides, or today's webcast on our website.
And this includes a PowerPoint file
in a text description of the training material,
as well as links to the other webcast in the series.
Before we dive into the webcast today,
I'd like to give a brief overview of the KTER Center's
purpose activities.
We're here to pass knowledge translation strategies to help
others find, use, and understand research
to ultimately help people with disabilities find
and keep their jobs.
We have a variety of research and dissemination activities.
We try to identify findings related
to improving employment outcomes among individuals
with disabilities.
We also help to determine what leads
for research based information our most pressing
to our stakeholders.
And thirdly, we investigate in task knowledge translation
strategies that can increase the stakeholders appropriate use
of identified research findings that meet their reported needs.
We aim to widely share our project findings
and to provide technical assistance to researchers
to support application of their work, while also
promoting collaboration among NIDILRR researchers working
in the employment field.
And between these researchers and their stakeholder audiences
that can benefit from the use of these research findings.
You can hear more about these activities
in the other webcast in the series
or by visiting our website at kter.org.
Today Elizabeth, the KTER Center Research Director,
will be talking about the findings from the focus groups
we conducted with people with autism spectrum disorder
and how that information will be used.
Thank you so much for taking the time to talk to me, Elizabeth.
ELIZABETH FRENTZEL: Well, you're welcome.
ANN OUTLAW: So to get us going can you tell us why you
conducted these focus groups?
ELIZABETH FRENTZEL: Yeah, we conducted the focus groups
as a starting point for a larger research
study that is discussed by Kathleen
Murphy on a separate webisode.
In a larger study, we're going to train via our supervisors
or managers about social and communication skills
for individuals with Autism Spectrum Disorder, or ASD.
And ASD is a really large topic and we wanted our work
to be person centered.
So for this study, we needed to understand
what was most important to adults with ASD and their VR
counselor.
That way, we would know what topics to focus on
to create the training.
We wanted to make sure available research
would be relevant to what people wanted and needed to know.
ANN OUTLAW: Why the interest in person-centered and what
does that actually mean?
ELIZABETH FRENTZEL: In this case,
a person-centered approach means focusing
on what matters most to the individuals with ASD
seeking employment and our VR counselors.
So rather than a researcher-centered,
or what is important to researchers,
we wanted to focus on what is important to the individuals
who will use the information.
And in the past, some research studies,
researchers would identify a specific issue
that was important to the researchers,
but may not have always been important to the people being
studied.
So in this case, we conducted the focus groups
to identify specific issues that are
important for training VR supervisors to in turn train
their staff.
The researchers identified the general topic of ASD
in the vocational rehab world because both NIDILRR
had already invested in projects on ASD.
And because individuals with ASD and the VR counselors
identified the topic as important to them.
ANN OUTLAW: Now tell us a little bit more
about the reason you did the focus groups.
ELIZABETH FRENTZEL: The purpose of the research
really starts with this idea of bridging
the gap between research and practice
in a way that enables VR supervisors to help their staff
to use research to better assist people with ASD to find
and maintain employment.
And to do that, we not only need to know
what VR staff in the field are doing
in terms of best practice, but also the challenges
individuals with ASD face and what they would like to see
more of in terms of support.
So these focus groups really gave us the opportunity
to do just that.
ANN OUTLAW: Can you tell everyone
why it might be important to focus
on employment for individuals with autism spectrum disorder?
ELIZABETH FRENTZEL: Absolutely.
Austism Spectrum Disorder, or ASD,
describes a group of developmental disorders.
People with ASD often find it difficult to communicate,
interact, and engage socially with others.
They also tend to have narrow interests
and repetitive behavior.
Typically, parents may see symptoms
within the first few years of a child's life.
And the symptoms are ongoing.
Common issues for people with ASD
include sensory issues, such as being
extra sensitive to smells, lights, or how things feel.
And these symptoms and levels of severity vary widely.
So when looking for a job, adults with ASD
may have challenges with social skills
or communicating verbally.
They may also be extremely focused.
And focused is great, but sometimes people with ASD
are so focused it's detrimental to being able to do their job.
ANN OUTLAW: Interesting, so who was
involved in these focus groups?
ELIZABETH FRENTZEL: In December 2016,
we conducted two phone-based focus groups.
One with five VR counselors, and a second focus
group with five adults with Autism Spectrum Disorder.
In the focus group with people with ASD, four of the adults
participated on the telephone, and one of the individuals
wrote responses to the questions asked during the focus group.
All of them worked with VR counselors.
ANN OUTLAW: Tell me a little bit more about the focus groups.
What did you discuss during the focus groups?
ELIZABETH FRENTZEL: For the focus groups
of adults with ASD, we asked about what challenges they
and other people with ASD have when finding and holding
jobs, what services VR counselors can provide,
and what training VR counselors and employers need.
The focus group of VR counselors addresses the services,
training, and resources that could
enhance the services that the counselors provide
to adults with ASD.
So in essence, we covered the same topics
across both focus groups, but framed them
somewhat differently.
ANN OUTLAW: Elizabeth, those are interesting topics.
For the adults with ASD, what perspectives did they share?
ELIZABETH FRENTZEL: First, given the great variation
in how ASD is experienced, the main finding of the focus group
was the need to understand that people with ASD
have unique interests, goals, and capabilities.
If you meet one person with ASD, you
have met one person with ASD.
And similarly, there is no one size fits all job.
Second, and related to this, focus group participants
with ASD reported feeling stereotyped
into specific roles--
typically computer or numbers type
of roles, when VR counselors attempted
to place them in jobs.
According to most of the participants in this focus
group, VR counselors generally believe that people with ASD
prefer computer jobs.
Participants felt that this limited view under-served
many people with ASD.
ANN OUTLAW: So it seems like it's important for VR staff
to avoid pigeonholing or being too narrow in how
they think about job placement for people with autism.
Is there anything else that was helpful for individuals
with ASD?
ELIZABETH FRENTZEL: I would say, yes, definitely.
The focus group members with ASD said
that they had challenges with communications,
understanding and filling out applications, and interviewing.
For example, individuals with ASD
stated that they really didn't know
how to fill out an application and needed guidance.
Communication skills, particularly
during an interview, were also identified as a need.
For example, what is typically asked
in an interview and common responses,
including standard pleasantries, such
as hello and goodbye, nice to meet you, and thank you.
By understanding these types of challenges for people with ASD,
VR counselors can better support them
to manage these common frustrations associated
with finding work.
And adults who had ASD in this focus group
reported that they knew other with ASD whose counselor seemed
pressured to fill a position and claim a success,
rather than target employment that was a good fit
and would last beyond 90 days.
What that means is yes, someone would get a job,
but the individual might not like it
and couldn't really do the job and would leave right
after the 90 days were completed.
And so without using the term, supported employment,
focus group members requested this type of approach.
They indicated it would be helpful to have
an advocate, a counselor, or an ASD specialist who
could advise employers whenever an issue arises.
A person is in such a role could explain
personal expressions of Autism Spectrum Disorder,
for example--
self-stimulation.
And educate employers, protecting the person
with the from feelings of embarrassment
or being ostracized.
The focus group participants also
suggested it would be helpful to discuss with VR counselors
how they should disclose their ASD status with the employer.
Some believe that they would be treated differently
in some circumstances, but it could
be beneficial at other time.
Disclosure may justify the use of specific equipment,
such as communication technology.
Adults with ASD in the focus group
reported success when their bosses and coworkers
understood the idiosyncrasies with how people experience ASD.
The adults advocated that VR counselors
should talk with potential employers
about the strengths and weaknesses
of a person with ASD.
Certain personal traits may be an asset
in the right workplace.
They also recommended that human resources departments
contact organizations or programs, such as the Job
Accommodation Network that can provide resources
and support for accommodating people
with ASD or other disabilities.
ANN OUTLAW: Elizabeth, while the number of people in the group
was small, they advised that terrific recommendation.
Do you think this is reflective of the larger population
of individuals with ASD?
ELIZABETH FRENTZEL: You know that's a great question, Ann.
What we heard is not likely that everyone with ASD would share,
nor is it intended to be.
And the purpose of this research was
to obtain a depth and breadth of responses,
not to be statistically representative.
In addition, the participants were self-selected,
so these are individuals who communicate well and are
comfortable communicating and are likely more independent.
We might have had very different findings
if we had a large random sample of people focused
on individuals with verbal challenges,
or who were less independent.
These participants also reported that they
identified and obtained employment independently.
And most of them had more success finding jobs
on their own, rather than through VR services.
Some of the participants, even stated
they found jobs in part because their VR counselors did not
find them employment that matched their interest
or capabilities.
ANN OUTLAW: Ooh, well that is very interesting
to hear the perspective of adults
with ASD and their experiences receiving VR services
and obtaining a job.
And what about the VR counselors.
What did you hear from them?
ELIZABETH FRENTZEL: Well it was very
thought provoking because while the counselors involved
in the focus group did not work with any of the individuals
with ASD in the focus group, there were some similarities.
ANN OUTLAW: That piques my interest.
What do you mean?
ELIZABETH FRENTZEL: So one of the key similarities
is that the counselors felt it was
critical to treat each person individually and avoid
generalizations.
So for example, VR counselors pointed out
that understanding the strengths and weaknesses
of the individuals with ASD that they serve
allows them to identify a job that is a good fit.
Careful thought about an individual's capacities
and interests allows a VR counselor
to better tailor a job search and develop
workplace strategies that are intrinsically motivating.
ANN OUTLAW: So Elizabeth, if the participants
agreed that each person with ASD needs
individualized support, what is the takeaway from the two focus
groups?
ELIZABETH FRENTZEL: I would say that across the groups,
VR counselors consistently agreed
with the concerns expressed by the adults
with ASD who had received VR services,
even when those concerns reflected somewhat negatively
on the VR system.
VR counselors expressed that they do not always have time
to implement what they know.
And this limitation may be related to constraints
that agencies also face where resources are stretched thin.
And one possible reason for this apparent contradiction
between services that people with ASD get
and the knowledge of the counselors who provide services
is that some of the VR counselors in this focus group
had more experience in VR service delivery,
specifically for individuals with ASD.
While the counselors who actually
worked with the adults who participated in the focus group
may not have had that expertise.
ANN OUTLAW: Ooh, so from these focus groups,
what are the next steps?
ELIZABETH FRENTZEL: Well, Ann, after the focus groups
were held, we conducted a scoping group review,
which is a literature review that describes the landscape
available research of available research
relevant to improving social and communication skills
for individuals with ASD.
And using what we found through the scoping review process,
we then developed a training program for VR supervisors.
And our next step is to evaluate or test the training.
And our goal is to train the VR supervisors
on a research that supports employment outcomes for people
with ASD.
And then to learn whether that helps
connect to the day-to-day work of VR counselors
to better help them succeed in making
job placements that are a good fit
for the individual with ASD.
ANN OUTLAW: Well those sound like terrific next steps.
Thank you very much, Elizabeth, for taking the time
to talk to me about these focus groups.
For our audience, you can learn more about the focus group
findings and the next steps by visiting the website
at kter.org.
As a reminder, this webisode is part of a series on the KTER
Center activities.
After you listen to all four webisodes in this series,
please take time to fill out our brief evaluation,
which will be emailed to everyone who registered.
And you can also find it on our web site.
And finally, I'd like to thank our funding
agency, the National Institute for Disability Independent
Living and Rehabilitation Research for providing funding
for this research webisode.
Thank you so much, Elizabeth.
ELIZABETH FRENTZEL: You're welcome.
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